Explicit Teaching Plan - Essay Example

Component A: Explicit Teaching Plan Expected Learner Outcome: This math lesson is part of a unit on the Surface Area of cones, pyramids and spheres. It complies with the curriculum requirements of the NSW Math curriculum framework for Stage 5 Year 10 students. It particularly introduces to the class the topic on pyramids and how to compute its surface area. At the end of the lesson, the learning outcomes expected are: Students understand the concept of a pyramid as a solid geometrical shape. Students know how to compute for the surface area of a pyramid. 2. Lesson Description This lesson shall use Direct Instruction as a strategy, following guidelines suggested by Killen (2003).The lesson begins with a short discussion of the grand pyramids of Egypt. and some trivia about how they were built. Emphasis will be on the shape of the pyramid and the measurement of the dimensions including the measuring units early Egyptians used. The formula for computing surface area of pyramids shall be provided, with the teacher demonstrating how to substitute values in the formula. The students will be given exercises to practice computing for surface area of pyramids which will be checked as a class at the end of the lesson. 3. Task Structure Before this lesson is introduced, the class should already be familiar with the concept of solid shapes and their surface areas. They should be aware that there are formulae to be followed in computing for the surface areas of various shapes and know how to substitute values and finding missing values using the formula. It has to be pointed out and explained to the class that the surface area of pyramids has two parts namely the area of the sides (the lateral area) and the area of the base (the base area). The Base Area depends on the shape, there are different formulas for triangle, square, etc. The Lateral Area is surprisingly simple. Just multiply the perimeter by the side length and divide by 2. This is because the sides are always triangles and the triangle formula is base times height divided by 2 Using the formula: 1/2 × Perimeter × [Side Length] + [Base Area]. The teacher illustrates to the class how to use the formula and substitute the necessary values on the blackboard, then does a few exercises with some students she may call on. Later on, students are grouped according to their abilities, given various number problems to solve for the surface areas of various pyramids. Kozioff, et al (2000) contends that the teacher can more easily monitor the progress of the students when they work in smaller groups with more or less the same guidance needs. Killen (2003) emphasized the need to practice students’ newfound skills and in this particular case, it is the computation of the surface area of a pyramid following a prescribed formula. At the end of the session, everyone comes together to compare their answers. It will be necessary to call on students to demonstrate on the blackboard how they came up with their answers to check if they followed the correct procedure in using the formula. Should there be errors, the teacher throws the question to the class as to where it went wrong, but if students cannot figure it out, then she shows them where the error was committed. This modeling will go a long way in making students more careful in their computations. Mastery of the students shall be ensured with the provision of enough drills using a variety of techniques to check understanding of the formula such as leaving out different values in the formula to be computed for. Component B: Differentiation Reflection The lesson I have prepared for Component A begins with the equivalent of the Madeline Hunter Method’s “hook”. The students’ interest is captured with the discussion of Egyptian pyramids. Since the main lesson on surface area may be complex for most of the students, I needed something to grab their attention which eventually opens their minds to the more complicated tasks ahead. Discussing how people in the ancient times used accurate measurements even without the technology of measuring instruments to create amazing structures such as the grand pyramids not only gets them to think critically but also to appreciate mathematical wisdom. Explicitly demonstrating the measurement of surface area of a pyramid entails great skill on the part of the teacher. She needs to be very clear and systematic in her demonstration or else, one wrong step will lead her students to failure in achieving the expected outcome. Such Precision Teaching (Kozioff et al, 2000) also draws upon specialized skills in the students such as discernment on which values to substitute in the prescribed formula and sustaining an organized train of thought to progress to the next step in computation. Precision teaching requires “carefully planned, short practice sessions on older and new skills to strengthen fluency, retention and independence” (Kozioff, et al, 2000, p. 82). If an alternative teaching strategy other than explicit teaching is used, students may have been left on their own to discover how to come up with the surface area, and precision and accuracy may be compromised. After the teacher’s effective demonstration of the skill, it is now time for the students to practice what they have just learned by either working on the math drills either on their own or with a group. Within each ability group, Peer Tutoring may commence to help less able students to consult with their more able counterparts to fully understand the lesson. Van Keer (2004) states that peer tutoring increases individuation, time on task, immediate and specific feedback, reinforcement and error correction as well as opportunities to respond, academic engagement and relevant academic behaviors which are related to specific academic tasks, but teachers remain to be important in their new role as a monitor, coach and facilitator. Explicit teaching methods are useful to me as a teacher because it helps me to be more organized and careful of all details in my lesson presentation. It makes me anticipate each step that will be taken by both me and my students and tells me if I am kept on the right track. Should I deviate somehow, then I can refer to a detailed guide on how to get back on track. The same is true with my students. With this teaching method, they know what to expect and guidelines as to the behavior and outcome expected are set for them. They know they are able to excel because of the opportunities for practices to gain mastery in the skills learned. They also have the opportunity for peer tutoring, either as the one needing additional help from a peer or the one giving it. This creates stronger peer bonds which definitely gives more meaning to student life. Stein, et al (1998) imply in their article that scaffolded instruction makes direct instruction stand out as a teaching method. Personally, I feel security in scaffolds set up by my previous teachers as I attempted to stand on my own with the skills I learned from them. I was assured that I am not alone in my growth, and as I gain strength in such skills, derive fulfillment in removing the scaffolds one at a time. I would like to have the same affect on my students. I know that being aware of my support in their learning journey, they would feel more free to try out their wings in more challenging tasks. In case they fall, they can always be secure that they can rely on a supportive teacher who can help pick them up and prod them to go ahead and try again until they succeed. Component C: Theoretical Reflection Although Direct Instruction has been reputed to be teacher-directed, and may suffice from the direction of teacher to individual students, my lesson still adheres to the belief that learning ensues from interaction with others. Cohen & Spenciner (2005) have included in their article an explanation of the Social Cognitive Theory which emphasizes how social behaviors influence learning. It explicitly explains that the teacher needs to get the students’ attention initially, then help them retain learning through practice. Students are provided with opportunities to perform the task on their own. Finally, motivation influences observational learning. It is expected that observing how others fare in the task is heightened, with the desire to make oneself at par or even go beyond the performance of others. The lesson I designed reflects social cognitive theory in that the class learns altogether. The teacher teaches explicitly, feeding information to everyone, then they are asked to try out the solution together with her. This is within full view of everyone else, so if errors are made, then everyone learns from it too when teacher points it out. Provision of drills and practice exercise may be done within same ability groups so the students can support each other when one gets into a snag. If they are expected to work individually, they still learn with the group as their finished exercises are checked as a class. Cohen & Spenciner (2005) posit that group support and cooperation among students are essential in facilitating learning. In doing so, the classroom is transformed into a learning community that supports each member with the teacher as reference point. The teacher needs to be careful of her own disposition when implementing the lesson. Students sensitively pick up the teacher’s attitude towards the topic being discussed. If the teacher seems to be not confident in demonstrating the lesson at hand, then she loses the students’ attention. They will get the feeling that the lesson is not worth being enthusiastic about. So it is important that the teacher exudes a positive attitude towards learning, as this is contagious and very influential in student learning. Vygotsky (1978) believed that children’s intellectual development is influenced more by social context than by individual experiences. His theory places a great deal of emphasis on effective social interaction. Interactions are likely to go through a process called intersubjectivity. This is when two people are engaged in a task and begin from different understandings but with interaction, comes to an agreed, shared understanding. This is usually manifested when children initially debate opposite arguments but upon more understanding of the concept because of listening to each other’s opinions, will both end up seeing the concept in one direction. Vygotsky came up with the concept of the zone of proximal development (ZPD). He defined the ZPD as the distance between a child’s independent problem-solving level and that obtained under adult guidance or in collaboration with more capable peers (Wertsch, 1985). Wells (1997) cautioned us, however, that a ZPD is formed not just within an individual learner, but in the interaction between the learner, coparticipants, and available tools during involvement in a common activity. ZPDs, therefore, depend on the quality of the total interactive context as well as individual learner capabilities. (Bonk & Cunningham, 1998). Again, this is reflected in my lesson design, as an atmosphere of collaborative learning is intended after the teacher explicitly explains how to derive the surface area of a pyramid. Later on, when the students get the concept, she will work with their ZPD to challenge them to go beyond their comfort level and attempt to achieve higher standards of success. I believe the Social Cognitive Theory applied to my lesson design gives my brand of Explicit Teaching an edge in terms of eliciting social learning within the class. This way, learning does not only come from the teacher, but from everyone in the class as well. Component D: Task Analysis Plan 1. Expected Learner Outcome: Washing hands properly to ensure that they are really clean is a task that is taken for granted by most people. This task design is meant to set the record straight on how to do it right with the following expected learner outcomes: Student will be able to follow all the steps accordingly in washing hands correctly within 1 minute. Student will appreciate the value of good hygiene. Student will learn the functional skill of hand washing balanced with an awareness of conserving resources such as water. 2. Describe the lesson context and task analysed activity. Although hand washing is typically a simple task, it involves several steps to ensure it is done well. This task design is easy to follow even for students who have learning disabilities. It focuses on a very functional skill which is a necessary part of daily living. The steps are clearly and carefully laid out so they are manageable to anyone. 3. Describe the teaching procedure you will use with the student. Task is first demonstrated by the teacher in a stepwise manner while student observes. For every task the student finds difficulty doing, the teacher is on hand to give either verbal or gestural prompts or both, depending on the ability level of the learner. For every task successfully done, the teacher rewards the student with a nod, a smile or an encouraging verbal comment like “Good job” or “You’re doing great!”. a. Make sure all necessary materials for this task: a bar of soap, a hand towel and running water. b. Turn on the faucet by twisting its knob. c. Place hands under the faucet and let water run over them while rubbing hands vigorously, including the back of the hands. d. Get the soap from the dish and rub hands around it to get some of the slippery substance into the palms. e. Return the soap to the soap dish and continue rubbing hands until bubbles form. Make sure all parts of the hands are soaped and rubbed. f. To determine how long one should rub hands with the soapy substance, sing “Happy Birthday to you” twice quietly. The duration of the song sang twice would suffice to ensure that hands are thoroughly cleaned. g. Rinse hands under running water and get all soap out. Rinse until water that run by the hands is clear. h. Turn off the faucet. i. Take the hand towel and rub hands dry. Scaffolding “relates to the various forms of support or assistance provided to a learner by an expert or more capable peer that enables the learner to complete a task or solve a problem that would not have been possible without such support (Bonk & Cunningham, 1998, p.36). Examples of learning support are models, prompts, guidelines, acronyms, color coded instruction, etc. These scaffolds are meant to help the learner, and are gradually decreased until the learner can manage without them. In this particular case, teacher initially prompts the student in the procedure by telling him or her what to do next, or gestures the next step by pointing to the cued object or showing the action, and is on standby while he or she is learning the activity. With continued practice, prompts are lessened until totally eliminated when the learner has mastered the skill. 4. How will you monitor progress? Progress of the students in the acquisition of the skill is monitored as they practice the task repeatedly. The following outcomes are assessed to see if tasks have been effective: Student can independently wash hands by properly following each step in the procedure without prompts from the teacher. Student uses just enough soap and water and ensures that the faucet is cleared out after use. Student can determine when hand washing is necessary: before and after meals; after working with messy material, after using the bathroom, before and after cooking food, after blowing one’s nose, etc. Component E: Differentiation Reflection Westling and Fox’s (2004) article on teaching students to acquire new skills was a good foundation reading for new teachers intending to implement tasks for students to do on their own. Although it was meant more for students with severe disabilities, the concepts and tips provided were applicable to all learners, especially if the tasks are relatively novel to them. In the case of my Task Analysis activity, it was very helpful in planning out each step while considering the needs of the learner, even if the task is a common one. The novelty is in pushing for the correct way to do it. Reviewing my task design, I was validated with reading the good general teaching practices advocated by Westling and Fox (2004). My task design complied with all the practical guidelines such as instruction being carefully-planned; student behavior managed effectively; design meeting students’ learning needs; careful presentation of instructional stimuli and procedures; smooth efficient classroom routines; frequent provision of feedback to the students and monitoring of their performance. The value-added feature is the integration of an unlikely unit of measure of time (singing the Happy Birthday song) to determine the length of time needed to complete one step. Alberto & Troutman’s (2003) explanation of task analysis is the “breaking complex behavior into its component parts” (p. 423). This strategy is very effective in teaching students with severe disabilities, as it cuts up the task into smaller, more manageable ones so the students are more likely to experience success in each step towards learning the complex behavior. The task at hand is divided into a progression of steps, and may be followed by diverse learners, with the able facilitation of the teacher. This is similar to the progressive shaping intervention where the learner “is required to engage in a series of steps, each of which is a continuation and progression of the previously learned step or steps” (Walker, Shea & Bauer, 2004. p. 132). The Task analysis activity on hand washing promotes differentiation because instead of presenting it as one complex task of cleaning a body part, it is cut up into smaller, achievable tasks which most learners, especially the disabled ones can manage. It allows students to demonstrate mastery of one skill that they already know and use it to build up on more difficult one at their own pace (Tomlinson & Allan, 2000). For instance, some disabled learners may have a difficult time following directions, especially if it entails more than 2 directions for a single task. If the learner knows how to follow one direction at a time, then, the stepwise progression of the task analysis design will be doable for him until the last step. Of course initially, the teacher supervises each direction taken. This task analysis activity may also be differentiated from common activities for daily living in the sense that it provides built-in adjustments to diverse learners. Although ideally each step is followed, there may be some more severely disabled learners who cannot manage some of the steps, hence may be eliminated. According to Tomlinson & Allan (2000), differentiation is present when the activity provides multiple assignments within each unit, tailored for students with differing levels of achievement. More disabled students may suffice with the wetting of hands, and rubbing soap with it then rinsing it afterwards. The more detailed steps of turning the faucet on and off or rubbing to the duration of a song or two may be too difficult to handle, so these steps may be eliminated without losing on the objective of the activity. The use of various prompts may also be differentiated depending on the ability of the learner. Alberto & Troutman (2003) explains decreasing assistance or most to least prompting as a scaffolding tool. In this task analysis activity, the teacher may use verbal and gestural prompts and decreases them until they are totally eliminated with the mastery of skill learned. For more able students, a differentiated strategy of having less prompts from the beginning of the task is implemented because of the teacher’s high expectation of their ability to follow step by step instruction until the end of the task. Component F: Theoretical Reflection From a behavioral theoretical framework, the task analysis activity uses different prompting tactics to teach students new behaviors. Alberto & Troutman (2003) explain that prompts are offered after an instruction has been presented and the learner has failed to respond accordingly. These prompts are meant to remind the learner of what to do. It bridges the learner to go from where he is to the successful accomplishment of the task. In the case of the task analysis activity on hand, a prompt is used by the teacher if she observes that the learner is unsure of the next step to take considering the whole task is composed of several mini- steps. Westling and Fox (2004) contend that as people grow older, an adequate ability to learn new skills through verbal input (either oral or written) and/or modeling is developed that they rely less on physical guidance to complete a certain task. However, there are situations in which some form of physical prompt is necessary in the initial learning process especially if the behavior to be learned is physical in nature, or if the person is somehow disabled to complete the task on his own. Otherwise, verbal or gestural prompts would suffice. Behavioral theory also stresses the importance of reinforcement in learned behavior. The task analysis activity indicates that the teacher will give positive reinforcement for small achievements in the procedural steps in the form of a smile, a nod or verbal praise and encouragement. This strengthens the learning of the behavior. Such positive reinforcement may be used until such time that the learner masters the skill to be learned. In doing so, it is the fulfillment of the mastery that becomes the reward in itself instead of the positive reinforcements provided by the teacher. Alberto & Troutman (2003) have pointed out another behavioral feature of the task analysis activity at hand. It is modeling and imitation. In the activity, the teacher first demonstrates how proper hand-washing is done in complete sequence. Such action may likewise be considered as a prompt to help the learner be prepared on what is expected of him or her. Most individuals who get reinforced for imitating various behaviors will also imitate unreinforced responses (Alberto & Troutman, 2003). So even if after observing the hand washing behavior of the teacher, and there is no reinforcement for such passive behavior, the learner imitates the behavior and then gets reinforced with a smile or a verbal reinforcement from the teacher, then, the imitated behavior is more likely to be repeated. The mere role of the teacher as an authority figure is enough for the learner to follow her actions if instructed to. This emphasizes the importance of the teacher’s demeanor. If she expects her students to follow what she does, she must be careful in being a good role model, as she is always keenly observed in her actions and words and consciously or unconsciously imitated by her students. The expected outcome of the students being appreciative of good hygiene and being more aware of the conservation of resources are not really measurable outcomes. However, if the teacher keeps on reminding them of the benefits of hand washing to their health and the need to use soap and water judiciously, then such values will eventually be instilled in the students. These are value-added features of the task analysis activity. Task analysis is an effective strategy in teaching a new skill. It is a more scientific version of the commonly expressed “Watch and learn”, cut down into smaller, more manageable components. It is valuable in teaching more complex skills for normal learners, and new, manageable skills for learners with disabilities. It is a recommendable strategy for diverse learners if used by an able, efficient discerning teacher who is patient enough to see her students succeed in both small and easy as well as big and more challenging tasks. References Alberto, P.A. & Troutman, A.C. (2003) Differential reinforcement: Stimulus control and shaping. Applied behavior analysis for teachers (6th ed., pp. 402-438). New Jersey: Prentice-Hall. Bonk, C.J. & Cunningham, D.J. (1998) “Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools” in Electronic Collaborators. Retrieved on November 1, 2009 from: www.publicationshare.com/docs/Bon02.pdf Cohen, L. & Spenciner, L.J. (2005) Methods for teaching students with mild and moderate disabilities. In Teaching students with mild and moderate disabilities, Research-based practices (pp. 190-219). New Jersey: Merrill Prentice Hall. Killen, R. (2003). Using direct instruction as a teaching strategy. In Effective teaching strategies: Lessons from research and practice (pp. 62-89). Australia: Social Science Press. Kozioff, M.A., LaNunziata, J., Cowardin, J. & Bessellieu, F.B. (2000). Direct instruction: Its contribution to high school achievement. The High School Journal. 84 (2), 54- 72. Stein, M., Carnine, D., & Dixon, R. (1998). Direct instruction: Integrating curriculum design and effective teaching practice. Intervention in School and Clinic, 33 (4), 227-233. Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD. Unknown, (n.d.). Some basic lesson presentation elements. Elements of effective instruction: The Madeline Hunter Model. Retrieved November 30, 2007 from http://www.humbolt.edu~thal/hunter-eei.html. Van Keer, H. (2004). Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring. British Journal of Educational Psychology. 74 (1), 37-70. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Walker, J.E., Shea, T.M. & Bauer, A.M. (2004). Example: angie & Beth, Behavior Management: A practical approach for educators (6th ed., pp. 131-132). Pearson/Prentice Hall: New Jersey. Wells, G. (1997). “The zone of proximal development and its implications for learning and teaching.” Retrieved on April 15, 2007 from http://www.iose.utoronto.ca/~gwells/zpd.discussion.txt Wertsch, J. V. (1985). Vygotsky and the social formation of the mind. Cambridge, MA: Harvard University Press. Westling, D.L. & Fox, L.(2004). Teaching students to acquire new skills. Teaching students with severe disabilities (3rd ed., chap.7). New Jersey: Pearson. Read More